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TABLE OF CONTENTS

Chapter 1: Understanding Formative Assessment
Chapter 2: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
Chapter 3: Eliciting Evidence of Learners’ Achievement
Chapter 4: Providing Feedback That Moves Learning Forward
Chapter 5: Activating Learners as Instructional Resources for One Another
Chapter 6: Activating Learners as Owners of Their Own Learning
Appendix: Observation Tools

REPRODUCIBLES

Chapter 1

• Figure 1.1: Formative Assessment Preassessment
• Figure 1.2: Definition of Formative Assessment
• Figure 1.3: Analysis of Interpretations of Formative Assessment
• Figure 1.4: Inventory of Current Formative Assessment Practices

Chapter 2

• Figure 2.1: Inventory of Current Practice for the Strategy of Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
• Figure 2.5: How to Communicate Learning Intentions Using Student-Friendly Language
• Figure 2.7: Learning Intention With Success Criteria
• Figure 2.8: Template for Building a Rubric From Success Criteria
• Figure 2.9: Template for Creating Process Criteria
• Figure 2.10: What Not to Write Template
• Figure 2.11: Plan for Using Student Work to Share Success Criteria
• Figure 2.12: Exit Pass Template for Learning Intentions
• Figure 2.13: Plan for Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria

Chapter 3

• Figure 3.1: Inventory of Current Practices for the Strategy of Eliciting Evidence of Learners’ Achievement
• Figure 3.2: Observations on the No Hands Up Technique
• Figure 3.3: Observations on the No Hands Up Technique in Your Classroom
• Figure 3.4: Observations on the Wait Time Technique in Your Classroom
• Figure 3.5: Reflection on Self-Reports
• Figure 3.6: Template to Test Questions for Quality
• Figure 3.8: Statements to Promote Discussion
• Figure 3.11: Questions Reframed to Meet Learning Intention
• Figure 3.12: Plan for Eliciting Evidence of Learners’ Achievement

Chapter 4

• Figure 4.1: Inventory of Current Practices for the Strategy of Providing Feedback That Moves Learning Forward
• Figure 4.3: Feedback Loops
• Figure 4.4: Reframing Phrases to Promote Growth Mindsets
• Figure 4.5: Scaffolding Versus Providing the Solution
• Figure 4.6: Three Questions Template
• Figure 4.7: Plan for Providing Feedback That Moves Learning Forward

Chapter 5

• Figure 5.1: Inventory of Current Practices for the Strategy of Activating Learners as Instructional Resources for One Another
• Figure 5.2: C3B4ME Technique Contract
• Figure 5.3: Homework Help Sign-Up Sheet
• Figure 5.4: Two Stars and a Wish Template
• Figure 5.5: Preflight Checklist Template
• Figure 5.6: I-You-We Checklist Template
• Figure 5.7: Plan for Activating Learners as Instructional Resources for One Another

Chapter 6

• Figure 6.1: Inventory of Current Practices for the Strategy of Activating Learners as Owners of Their Own Learning
• Figure 6.2: Self-Assessment for Promoting Growth in the Classroom
• Figure 6.3: Self-Assessment of Progress Using Learning Portfolios
• Figure 6.4: Template for Learning Logs
• Figure 6.5: Plan for Activating Learners as Owners of Their Own Learning

Appendix

• Technique Observation Template: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
• Technique Observation Template: Eliciting Evidence of Learners’ Achievement
• Technique Observation Template: Providing Feedback That Moves Learning Forward
• Technique Observation Template: Activating Learners as Instructional Resources for One Another
• Technique Observation Template: Activating Learners as Owners of Their Own Learning

SUGGESTED RESOURCES

Book

• Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

Website

• The Classroom Experiment